Nursing Education: What Fits Best in a Changing World of Education Gogies?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Nursing education has roots in religious organizations, and apprenticeship approaches to ‘training’ nurses. Over time nursing education has moved to universities; yet retaining the critical practice nature of nursing. As a practice profession, nursing educators have to face the realities of ensuring that knowledge, skills, and values are taught in order for graduates to meet the entry to practice competencies. As graduates, nurses must also have the capacity to assess their knowledge gaps and be self-directed in filling those gaps so that they are providing evidence-based practice to those in their care. Educators must facilitate learning within best education practice, often identified as learner-centred approaches. In this discussion paper, we examine how nursing education has evolved, we critically examine the broader concepts of pedagogy, andragogy, heutagogy and academagogy, and discuss how these fit within learner-centred approaches to nursing education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.005 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.004 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it